Tecnologias digitais e formação docente na EPT: as práticas educativas e a inserção das tecnologias em sala de aula

Abstract

The research was developed within the scope of Research Line 1 – Educational Practices in Professional and Technological Education, linked to Macroproject 3 – Educational Practices in the Integrated Curriculum, of the Professional Master's Degree in Professional and Technological Education at the Instituto Federal Farroupilha (IFFar), Jaguari Campus. The advancement of digital technologies has had a significant impact on the field of education, requiring teachers to develop new skills to integrate these resources pedagogically into teaching and learning practices. In this context, the research aims to analyze how teachers of the Technical Course in Renewable Energy Systems integrated into High School at IFFar – Jaguari Campus use Digital Information and Communication Technologies (DICT) in their teaching practices. The study is justified by the growing presence of technologies in the educational context and the need to prepare students for a world of work that demands critical and reflective mastery of digital tools, while highlighting the centrality of teacher training for the meaningful use of these technologies. The theoretical framework covers the history of Federal Institutes, Professional and Technological Education, the relationship between work and education, and the Technological Pedagogical Content Knowledge (TPACK) model, which encompasses the articulation between pedagogical, technological, and content knowledge. Methodologically, the research is

qualitative, developed through a case study, using a literature review and semi- structured interviews with teachers from the course under investigation. Data analysis

was performed using Discursive Textual Analysis, enabling the interpretation of teachers' perceptions about the use of DICT in teaching. The results indicate that digital technologies are recognized as relevant resources for pedagogical mediation and understanding technical concepts, but their use still faces challenges related to specific training, pedagogical planning, and institutional conditions. As an educational product, training material for teachers was developed and validated, based on the TPACK model, with the aim of supporting and strengthening the pedagogical integration of DICT into the educational practices of the course.